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Development of a cultural competency curriculum
Victoria Offei-Dua1, Jason Morris2, Arwa Mohammad1
1Washington University in St. Louis School of Medicine, 660 S, 718 S. Euclid Avenue, CB 8121, CB 8023, Apt 128, St. Louis, MO 63110, United States.
Journal of the National Medical Association
|August 5, 2022
Summary
A medical school program integrating social determinants of health (SDoH) education improved students' understanding of health disparities and patient-centered care. The program, which included a Diversity Retreat and Medical Plunge, was well-received and is now part of the core curriculum.
Area of Science:
- Medical Education
- Public Health
- Health Disparities Research
Background:
- Growing emphasis on addressing health disparities necessitates innovative educational interventions.
- Social Determinants of Health (SDoH) education is increasingly integrated into undergraduate medical curricula.
- Accreditation bodies now require SDoH education, yet effective training models are not standardized.
Observation:
- A novel program combined a two-week Diversity Retreat with a Washington University Medical Plunge.
- This initiative immersed medical students in the historical, social, and cultural contexts of St. Louis's health disparities.
- The program aimed to foster self-awareness regarding personal biases among future physicians.
Findings:
- Survey data indicated positive reception of the program by learners.
- Participants reported enhanced subjective understanding of SDoH, local context, and patient-centered care.
- Areas for improvement included better integration of SDoH content and reinforcement throughout the curriculum.
Implications:
- The Washington University Medical Plunge (WUMP) offers a contextualized model for SDoH training.
- The program's success led to its expansion and integration into the broader medical curriculum in 2020.
- This approach prepares medical students to effectively address health disparities within their practice environments.
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